There are a growing number of learning networks, online communities, educational resources, and openly shared learning & development (L&D) created for and by higher education professionals. Over the years I have personally discovered a wealth of thoughtful and creative resources that have helped me improve, learn, and grow in the work I do. These open artifacts and digital items are openly shared by a brilliant group of colleagues who work in and around in higher education. This past summer, a course I as enrolled in as a learner prompted me to start this side passion-project to think about how I can best gather these professional L&D resources that best inform my own teaching, research, and practice. This led me to create the Open Higher Ed Learning & Development (HELD) digital library.
The Open HELD digital is designed to showcase and display open educational resources (OER), specifically resources that provide professional L&D for peers and colleges working in the postsecondary education (staff, faculty, and graduate students). This space is a digital library is always a work “in-progress” as I will continue to edit, update, and add to the collections — you know, all the metadata fun.
Open Higher Ed Learning & Development (HELD) Library
This digital library shares open L&D materials with an open license as an OER object via Creative Commons, the Public Domain, and/or via permission of the creators/authors/editors for each item. As you browse this digital collection, you will find open L&D items to enhance your instruction, help with student support/advising, and improve your scholarly work with teaching, research, and service. I hope this digital library is helpful for you to find and learning with these resources. I encourage you to share this digital library with other postsecondary peers and colleagues.
Also, as the Open HELD collections are a living and evolving library, I welcome your questions, comments, feedback, and suggestions for how to improve current collections and or corrections for an items already housed in this library — please feel free to send me an email at: firstname.lastname@example.org Thanks!
In my previous blog post on Creative Commons, I shared a bit about copyright and the rights users can apply when sharing/licensing their work. This is often a common practice for those who create “works” (e.g. media, photos, designs, writing, songs, etc.); however, more educators need to consider how they actually share in open ways. Opening up your practice in higher ed is not a new concept – but sadly, open licensing is not a commonly used practice among my peers who teach, publish, and support learners. I think we could do better go get even postsecondary educators (graduate students, staff, faculty, and administrators) to join this open movement by educating and informing them about open licensing and OER practices.
“Teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, reuse, repurpose, adaptation, and redistribution by others.”
Openness in higher education is often used by librarians, instructors, and a handful of other professionals around campus. Storing, archiving, and sharing artifacts from our work in academia is often left to those publishing, authors, and academic librarians. I think we could do better as individual professionals, at our institutions, and even within our professional organizations/associations. For example, when is the last time a conference or workshop suggested you share your presentation, paper, etc. with a given license on it for it to be reused, remixed, or adapted?
The National Forum Open Licensing Toolkit outlines the National Forum’s commitment to open licensing, which enables the creation and sharing of open educational resources. The toolkit provides a detailed description of Creative Commons (CC) licenses, the global standard for open licensing, as well as a 4-step guide to choosing, creating and adding CC licenses to resources in order to make them OER, i.e. able to be shared, reused and adapted in different institutional, disciplinary and program contexts.
This webinar and toolkit offers some great ways to start thinking about and applying OER into your daily work in higher ed. I have been a big fan of The 5 R’s for OER (from The Power of Open Educational Resources by @opencontent) for a while as I always appreciate an open educational remix. The 5 R’s offer ways to have control of rights, accessing others work, and updating works for your own projects and work (if permitted, and licensed):
Retain: make and own a copy
Reuse: use in a wide range of ways
Revise: adapt, modify, and improve
Remix: combine two or more
Redistribute: share with others
Professionals using OER are not just limited to higher education (e.g. libraries, faculty, students, researchers or administrators), but a number of businesses, NGOs, publishers, museums, government, galleries, and more are finding open licensing helpful in their occupational domains. Beyond the CC Search (https://search.creativecommons.org/), there are OER repositories that house openly licensed materials, images, media, files, lessons, books, etc. Here is a short list (not exclusive) of OER repositories mentioned in the NF T&L webinar and a few others I like to use for teaching, learning, and projects:
As you search, find, and perhaps use one of the 5 R’s, you can then choose to share your work by selecting the appropriate open license. This continues the cycle of openness as you disseminate your practices and scholarship openly for others to access. If you search and find an OER object for your teaching, learning, and/or services on campus, you will want to include TASL with the open license for attribution:
Title: name of item, object, media, or work
Author: who created said “thing”
Source: this is the URL or website where it was found or retrieved from
License: include the CC BY open license label
In the @CreativeCommons regularily updated Frequently Asked Questions (FAQs) list, there is a wealth of information and resources, regarding the legal and use copyright laws. These are the typical questions you might have and seek answer for to understand more about CC BY licenses. Two shared in the webinar, were the following questions (with linked/URL responses):
Answered in the URL connected to the question, but I thought I’d share this visual. This chart offers a helpful crosswalk of how you can use CC BY work, and how you can remix and license your work after using a particular CC BY object. This is very useful for when you might want to remix or reuse OER content for teaching, learning, and support services AND redistribute this updated version of your work:
This chart identifies what licensing can and cannot be use commercially if utilizing any Creative Commons licensed materials. Beyond attribution and use, it is important to note the legal* rights and protections of works with CC BY licenses.
Thanks for a helpful 101 for open licensing and OER resources NF T&L: http://bit.ly/NF-OER — I look forward to following along with your educational offerings and I will definitely share these with my colleagues to expand openness in postsecondary education.
*I am not a lawyer, nor should you consider this specific legal advice when it comes to copyright. Just overarching advise and direction of where to get started. Get a copyright lawyer and/or campus attorney to inquire more about intellectual property and copyright. Thanks!
We have a few publications coming out soon, a few under review, a couple recently revised/resubmitted, and a couple more in development. In addition to the traditional scholarly outlets (e.g. journal articles or conference proceedings), we’re also working on sharing more about the two-year investigation into the lived, digital/social experiences of higher education professionals (e.g. graduate students, staff, and faculty) in other ways. .
One project this summer from this study, is to broaden the impact of our work to disseminate the research findings, practical implications, data sets, and networked practices/communities through non-academic, digital avenues. We hope to offer ways to find and use the data archives (e.g. open data sets, communities, etc.) and provide professional development resources for others to connect to these learning networks.
During our search, discovery, and conversations with participants, we have discovered a number of professional learning networks, online communities of practice, and a wealth of training resources to share with postsecondary educators in a digital collection. Specific digital objects and born digital items can be organized and itemized for others to gain access and utilize. Materials within this digital library (DL) are only able to include public domain, fair use, and open educational resources (OER), that is, Creative Common licensed objects. I am in the midst of reaching out and educating a few communities for how they can digitize and effectively share (based on copyright permissions) how to best share their work or groups archives via this DL project.Here are a few proposed digital objects I hope to include in my collection:
Artifacts from previous conferences (e.g. presentations, handouts, etc.)
That being said. Just because you upload, post, and share about your networked learning, practice, or community — does NOT make it an eligible digital object for inclusion in this digital library project. I hope to support individuals, groups, organizations, and communities who might want to be included in this archived library resource — especially if they do not have any license on their work and may want to be part of this digital collection.
Basically, I have been singing in my head: “If you want me to share your work, community, or professional learning resource — you will have to put a Creative Commons license on it!” Point of information, based on the copyright Beyoncé in this video, I would not be able to include this in my digital library:
To review and offer more information about this process, I thought give a few definitions of what can be included in this digital library collection.
The copyright details how to share material while still respecting the rights of the content creators. This itemizes the permission of use and designates rights for protected materials. Copyright law applies to all works, including print, media, and electronic formats. For example, books, magazines, online articles, songs, screenplays, choreography, art, software, work, software, podcasts, and photos are all protected under copyright law. Those items that are not covered under copyright include ideas, facts, some data, and government items. When in doubt, get permission or determine if it is required or not. Don’t believe the big copyright myths, especially when it comes to digital collections and objects. Here are a few helpful copyright guides/resources from UNT:
The public domain refers to creative materials or works that are not protected by intellectual property laws, including copyright, trademark, or patent laws. These materials are owned by the public, not an individual author, artist, or creator. Public domain materials and work may be used without obtaining any permission; however, no one is permitted to claim ownership for it. More information about the Public Domain, “Collective Works,” and when copyright expires can be found at the Copyright & Fair Use Website via Stanford Universityand Teaching Copyright via the EFF.
As defined by the US Copyright Office (2019), “Fair Use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:
The purpose is for nonprofit, noncommercial educational use (typical cases).
The nature of the copyrighted work is consistent with the proposed use.
The amount and substantial of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest.
There are six main Creative Commons licenses you can use when you choose to publish your work under CC terms. The six CC licenses are based on four conditions. The four conditions and the six licenses are described below.
When using a Creative Commons license, creators choose a set of conditions they wish to apply to their work.
All CC licenses require that others who use your work in any way must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.
You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute modified works under other terms, they must get your permission first.
You let others copy, distribute, display, perform, and (unless you have chosen NoDerivatives) modify and use your work for any purpose other than commercially unless they get your permission first.
You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.
Creative Commons offers six copyright licenses, based on combinations of the four conditions outlined above.
It’s almost Friday, July 13th, which means it’s time to get ready for the monthly Higher Ed Digital Identity (#HEdigID) Chat! I am excited to expand the #HEdigIDconversation to welcome Suzan Koseoglu (@SuzanKoseoglu) as a guest moderator (MOD) for this slow Twitter chat. In preparing for the #hedigid MOD -ing role, Suzan has developed a list of questions and prompts to facilitate this ALL DAY discussion on Open Educational Practices (#OEP) she details further:
There has been growing interest in digital Open Educational Practices (OEPs) in recent years as evidenced in the increasing number of research papers, reports and conference presentations on the topic and in the discourse on open practice in general. Although OEPs are mostly discussed in the context of OERs, mostly in terms of OER creation, adoption and use, it is actually a multidimensional construct which encompasses many different dimensions of open approaches and practices. These may include open scholarship, open learning, open teaching/pedagogy, open systems and architectures, and open source software.
“A focus on open practice is important because it shifts the focus of open educational initiatives and efforts from access to process: the process of learning, teaching, designing.” ~ Suzan Koseoglu
The process of co-construction, active and meaningful engagement. It is also a call to think deeply and critically about openness, a call for a deeper investigation into the relationship between technology and education, and the complex interaction between educational resources, methods of teaching, the institutional culture and available support mechanisms
To prepare for this conversation around open ed practices, here is a bit more information to review before the upcoming #HEdigID Chat:
#HEdigID Chat TOPIC: Open Educational Practices (#OEP)
This SLOW chat can be found on Twitter with the hashtag: #HEdigID and within this OPEN Google doc: http://bit.ly/hedigid6
Here are the QUESTIONS you will see appear on Twitter and in an open Google doc for the FRIDAY (July 13th)#HEdigID ALL-DAY discussion:
Today we are talking about open educational practices (OEP). What questions or issues do you want to discuss related to this topic?
What is open educational practice for you? How would you define it?
Let’s build a thematic timeline of open practice collectively! When did you first engage in an open practice and why? – We’ll share the results soon at #HEdigID after the Twitter chat.
TWITTER POLL: Higher Education institutions recognize and reward open scholarship (e.g., OA publishing, open teaching, open sharing, networked learning) as a valid form of academic scholarship. [VOTE: (a) I agree; (b) I don’t agree; or (c) I don’t know]
How do open educational practices (OEPs) impact your digital identity?
TBD based on responses to Q1
Join the discussion on open educational practices by:
Being a networked practitioner and scholar in higher education does require some level of openness. We are seeing colleagues share their work and perhaps even a bit about themselves online. Being an open higher ed professional (e.g. staff, faculty, or graduate student) does take some willingness to share a bit of what you do in the area of teaching, research, and service. Today academics and professionals on campus operate in a world that is more open, with regards to how we are networked and sharing with technology. Connectivity is a vital part of scholarship and practice, teaching/learning in digital environments, and how we work in higher education. Researchers and early career scholars require access to digital databases, online repositories, academic journals, and effective teaching/learning tools. Practitioners and administrators are finding value in open educational resources to scaffold student support services, improve instructional design, and enhance organizational planning. It is through transparency and accountability, that a growing number of scholars and practitioners openly contribute to their discipline, share practices about their functional area, find connections and collaborations with peers, and, most importantly, share public knowledge beyond the university/college.
By participating and sharing in the OPEN, we are all contributing Open Education Resources (OER) and participating in The Open Movement. Here are just a few (of the many) ways “openness” is impacting higher education:
Open Access – Pathways for free online accesses to online scholarly works have been created. There are two routes for open access: 1) Gold Route – pay to publish an article; and 2) Green Route – self-publication; often on your own website or institutional repository. Open access in scholarship, data, education and more, e.g. Open Access via SPARC and creating author agreements and rights by setting the default to open, e.g. SPARC
OER Research: The OER Research Hub increases access to course materials earlier and even in advance of the course start, with efforts like the #OER Impact Map to understand where open education resources are being developed.
Open Data: A place for researchers to get credit, share or preserve data, aggregate project information, and openly share pieces of their work, research, or design for a study, e.g. figshare, GitHub, or the Open Science Framework
Open Textbooks: Offering a shared repository of vetted university/college-level textbooks like the Open Textbook Library or find ways to reduce the cost of the textbook distribution through open textbook providers (e.g. OpenStax).
Open Courseware: Ways to license and share open sections of a course, learning materials, or training development in an interdisciplinary learning commons, e.g. MIT Open CourseWare project or Open Course Library
Open Practices & Open Peer Review: Providing spaces to share the scholarship of teaching and learning with an open peer review publication process, e.g. Hybrid Pedagogy
Open Teaching: Opportunities to share how we do what we do, discover new teaching resources, and learn from others who are educating and teaching, e.g. The Open Syllabus Project or licensing work/resource via Creative Commons
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